PORTFOLIO REFLECTIVE ESSAY
LAURA CLAY
SPRING 2013
There is importance to me to give this essay careful consideration. Upon
reflection, my original personal essay was thoughtful and honest. As I reread my words,
I can remember the anticipation for beginning the Master’s program at UNCG. I used the
description that the “Master of Arts in Liberal Studies is so exciting and interesting to
me” because it proclaimed to be “a place to be inspired”. The academic curriculum,
online technology, along with the personal and professional growth opportunities seemed
unlimited. That excitement was partnered with the hope I could balance a full time job
and motherhood with the expectations of the program. The University’s mission to serve
a “learner-centered, accessible, and inclusive community fostering intellectual inquiry…”
was exactly what I wanted. The University’s desire to “make a difference in the lives of
students…” matched my own personal motivation to do the same within my own
classroom. In fact, in my personal essay I wrote “My interest (in the program) stems
from the adaptability of the curriculum into my own teaching. My professional
experience has clarified one certainty: if you are inspired by what you teach, it is more
likely the students will learn and be inspired as well”. I regarded this concept to be
probable; however, certainly the experience and journey has well exceeded my original
anticipation.
Reflection has been a large component of this experience. Two years ago when I
was applying, I found meaning in considering why I wanted to take this step. That
personal retrospect was healthy as I noted, “I have considered attacking a Master’s degree
for quite some time”. A combination of circumstances and my honest interest in being a
lifelong learner contributed to finally making the commitment to pursue the degree. I felt
intensity about wanting to be a graduate student at UNCG, promising I would “offer your
program loyalty and a touch of creativity”. Through determined work and focus, I am
proud to now be reflecting on this endeavor.
The MALS program has had several significant impacts on my life, personally
and professionally. Most importantly I underwent change in four main areas:
professional growth and maturity, personal renewal and enlightenment, a more
disciplined understanding of global content and a better developed sense of creative
expression. I had anticipated interesting and insightful curriculum, as well as diversity in
coursework and professors; however, I was unaware I would experience personal
spiritual growth, enlightened global awareness, and innovative professional ideas. I was
also unaware I would embrace the pace and rigor of the classes, immediately use new
information in my own classroom, and be inspired to take more risks and not fear change.
I understood the MALS program to have a diverse choice of classes and
professors. In fact, one of the most intriguing characteristics of the program was it had
“…a wonderful patchwork of learners, various people from scattered areas with diverse
talents and strengths”. I wanted to be a part of that community and immediately was
thrust into dialogue and discussion with students from all over the world. It was truly
inspiring. The diversity was not just the student body, but it was the way in which each
student thought and expressed their views. The design of the online courses allowed for
everyone’s work to be read by each student. At first, I was intimidated by this process. I
was more accustomed to turning in papers for the professor’s eyes only. The idea of
collaboration, as well as commenting on other’s work was new to me. This process was
life changing. This was actually a learning journey, and I was allowed to evolve along
the way. The online technology was quite intimidating at first. I originate from the “old
school”, non-internet days, as I graduated with my undergraduate degree in 1994. I loved
the way in which the professors (and students) used technology to access information,
create blog discussions, assign group projects and download videos. Once I found
comfort in navigating the websites, I travelled in amazement at the information and
opportunities. Through this effort and experience, I have adapted my own classroom to
engage in reflective discussion and peer commenting. By using phrases like “Have you
considered…” and “I wonder if…” my students have learned to express opinions without
disrespect and disregard to different points of view. Intellectual debate does not have to
be aggressive. As a teacher of history, I am always looking for ways in which I can help
students reach their learning potential. Collaboration in a classroom setting can often be
full of distraction; the online courses have enabled me to see collaborative work from a
technological angle. Blogs and discussion groups, as well as video conferencing and
social networks can all be fascinating tools for a classroom. Several of my professors
assigned group projects which demanded thorough contributions from all group
members. Having to manage individual’s schedules, constructively critique one
another’s work, and meet the requirements and deadlines of the assignments created the
need for consistency, organization, responsibility, analytical review and compromise.
These experiences better developed my critical thinking, personal responsibility and
social connectedness with my classmates. In fact, Christine Gunderson and I worked on
several projects together; I have never met Christine in person, but through our work and
time together we developed a respect for each other’s work. In an email exchange, she
writes “Great work Laura. This has really been an amazing (and difficult!) experience.
Thanks for all of your hard work…I think it will pay off with our grade! Hope to “see”
you in another course!” Professionally, I have been renewed by engaging in such
camaraderie. I now better appreciate the benefits to working, discussing and relying on a
group. I have also advanced in my comforts with technology and the many facets
technology can play within a learning community.
“We learn by going where we have to go.” I used that phrase in my personal
essay (twice!). Obviously those words have relevance to me, especially in the context of
my life journey. The MALS program opened a new chapter in my life. After completing
12 hours of course work, I had an opportunity to leave my very comfortable public
teaching job, one I had called my “dream job” for quite some time, to teach AP World
History at an all-girls private boarding school—Salem Academy. This opportunity was
flattering and scary, as change can often be. “To improve is to change; to be perfect is to
change often” reminded Winston Churchill. The truth is I found my confidence to take
this blind step because of the exposure the MALS course had given me. I felt more
determined to embrace challenge, explore diverse environments and be willing to take
risks. The opportunity to inspire young women to finish the “unfinished revolution” was
appealing. I noted in my final paper for the Age of Revolutions course,
“The Feminist Revolution is the antithesis of the traditional male dominant social
structure. The Feminist Revolution has a relatively clear starting point, but still remains
ongoing regarding gender equality and the issues pertaining to worldwide gender
oppression”.
Salem Academy has 200 students. Almost one-fourth of the students are international
boarders, many from China and South Korea, as well as Turkey, Germany, Ghana and
Thailand. Our western point of view is often different from these young women. As
stated in my Contemporary World paper,
“Although many Western societies have adapted new regulations, laws, and opinions to
give women similar opportunities to men, many nations throughout the world continue to
oppress, discriminate, and abuse women. Many countries on the continent of Africa, the
Middle East, as well as China continue traditions which disregard the value of women.
In many developing countries, a being female often means “being sentenced to a life of
poverty, abuse, exploitation and deprivation” (womensrights.org).
Today, I am teaching to a unique group of learners. I credit the MALS program for giving
me the insight, courage and confidence to have made the change.
During the duration of my course work, I experienced some emotional (and
spiritual) challenges. Both my mother and father (divorced, living in separate states)
were diagnosed with Alzheimer’s disease. The sadness and challenges of the diagnoses
were emotional strains, partnered with the responsibility of care, estate management and
legal matters. Rather than dismiss the MALS program, I was determined to keep moving
forward. My Global Human Rights course certainly gave me a meaningful perspective of
life’s challenges and setbacks. I am living a privileged life in comparison to many. I
embraced being present in each moment of my life and grateful for every day. My
Creative Expression class coincided with my heaviest moments. I was a novice poet and
found the process of analyzing and creating poetry therapeutic. In my poem The Ocean, I
revert to my childhood memories of growing up in Virginia Beach. I wrote,
“Just a crack of the window revealed my salt water bliss---the familiar childhood
scent was like a gentle kiss…”
The art of writing poetry was cautious to me; however, it began to reveal to me a brilliant
release of emotion.
“To find balance, forgiveness and moments of grace---and heal my resentments of
others’ mistakes…”
The feedback from classmates was honest and thoughtful. I felt changed after completing
that course.
My interest in having a more disciplined understanding of global content was a
significant factor in applying to the MALS program. Originally, I believed this Master’s
degree would simply make me a better teacher. Many of the courses offered aligned with
my teaching experiences: World History, Civics and Economics, and U.S. History. I
imagined being able to use my more developed understanding of global issues and
history to challenge my students. This certainly has been the case. The depth and detail
each course provided allowed me to better comprehend the chronological, social,
economic and political components of different areas throughout the world. Relevant
historical and modern issues were presented for discussion, debate, and understanding. I
was constantly challenged with arguments for and against different circumstances,
engaging in tolerant dialogue from classmates and professors. In a paper defending the
University of North Carolina for selecting Michael Sell’s book, Approaching the Qur’an,
as the summer reading choice for incoming freshman, I wrote:
“The opposition to a text because it does not support a certain bias or viewpoint should
not eliminate it from the curriculum; in fact, those characteristics might just enhance the
likelihood of being selected… I applaud the choice as bold and courageous because of
the timing. While the nation fostered stereotypes of Muslims and Islam, UNC-Chapel Hill
was exercising “academic freedom” and championing tolerance and showing
“sympathy” to their Muslim peers (Zernike, 2002). UNC chose to advocate “knowledge
over ignorance” and maintained their commitment to “opening the door to a universe of
knowledge” (www.unc.edu).
Not only did I experience a better global perspective in regard to religion, ethnic conflicts
and social justice; I more clearly understood the impact western policies had one the rest
of the world. I wrote,
“The Contemporary World since 1945 has included many significant themes including,
but not limited to: the Cold War, nationalism, terrorism, neo-colonialism, and racial
conflict. These themes are complicated and often woven together in layers; finding one
to consider the “most important” in shaping the contemporary world must be given much
reflection”.
Many of the courses challenged me to make predictions, support theories, analyze data,
and evaluate information. I argued,
“Predicting the most significant issue of our global future is difficult; however, I argue
the ethnic, racial and religious conflicts, namely in Africa, are of the greatest concern.
The African continent has been victim to the effects of colonization and indiscriminate
borders created by Europeans. Many now suffer from civil war, political instability, a
severe refugee problem, critical world hunger, and the AIDS epidemic. These factors
have created a global crisis needing attention and thoughtful direction by a supportive
community”.
However, the content knowledge has not just impacted my professional growth; it has
also impacted me personally. Relevant modern issues such as China’s current
environmental issues, enslaved children around the world, social and economic impacts
of globalization and free trade, as well as current issues with refugees and genocide have
all been rooted in my thinking. I was not fully aware this program would direct me to
consider social justice, environmental responsibility and humanitarian commitments.
The depth of each course introduced multiple layers of information, asking for higher
levels of cognitive thought. In an intellectual exercise comparing China and India’s
market potential, I argued
“By 2030, India will become the “most populous nation on Earth” and will have the
largest workforce in the world (986 million working age people)” (Meredith, 132).
India’s government is committed not to squander an opportunity to “promote economic
growth” and “keep living standards from declining” (Meredith, 133). As suggested by
former Indian finance secretary, Vijay Kelkar, “India is now on the threshold of a golden
age of growth.” I confidently recommend expanding TSI to India”.
This practice, as well as many others, helped me better understand global expansion and
challenged me to analyze data and statistics.
Another aspect of the MALS program that stretched my experience as a student
was the development of a more creative written expression. Through unit activities,
blogs, essays and poems, I explored areas of writing less comfortable to me. Poetry
better allowed me to express my feelings:
“The comforts of coastal smells are like my mother’s embrace---Possessing balance,
beauty, and moments of grace…”
As well as:
“I took a sip of honesty, an unfamiliar taste it seemed to quench my need to be with
you…”
The creativity was not limited to poetry. I embraced an assignment about Plato by using
short story format to answer the prompt.
“It is mid-morning, and the chill of winter cuts through the brightness of the sun. The
streets are sprinkled with bundled walkers, most of whom keep their heads down to avoid
the sharp whipping winds. On the corner of street is the local coffee shop, and Plato
knows he will find warmth and conversation inside. As he enters, he notices three
distinct things: first, written on the daily specials board it read: Thought of the day: ‘The
nature of God is a circle of which the center is everywhere and the circumference is
nowhere’; second, it seemed the coffeehouse was out of his favorite biscotti; and finally,
hunkered in the corner, sipping on a latte, was his dear friend, Mo.”
I also found myself weaving description into essays:
“As the Director of Market Research, I have traveled to Shanghai, China and New Delhi,
India to explore the best avenues and options for TSI expansion. As noted in my reports
to Frank Dirren, Senior Vice President of Business Development, both markets have
strong potential for profitable growth. In fact, in comparing the advantages and
disadvantages of these markets, my recommendation for one over the other is slight but
confident.”
Whether engaged in creative writing, exposed to new technologies, inspired by
global issues, or having experienced spiritual and personal awareness, the MALS
program has changed me. I am more confident, enlightened, prepared, determined and
encouraged. I aspire to be a better person, global citizen, humanitarian, teacher and
mother. I yearn to continue my educational journey through auditing more MALS
classes and considering another advanced degree. I am stronger emotionally,
intellectually and spiritually because of this program. I credit UNCG for a allowing me
to experience a personal renewal. The professors were thoughtful, constructive, honest,
and visionary. This journey was more than I had expected, and I will forever be a loyal
graduate of this University.